Jacques Rothmann

Education | Theory and practice of education

This article provides a theoretical contemplation on how reciprocation of an assimilationist, liberationist and/or transgressive approach by lesbian, gay, bisexual, transgender, intersex, queer and/or questioning (LGBTIQ+) individuals on university campuses may encourage transformation initiatives in South African universities. The author ascribe to the contributions of previous research studies on a social constructionist approach to resilience to debate how individuals potentially navigate the disparity between sexual structure and agency within their ideological and physical construction and enactment of their academic and student persona. A theoretical basis is provided for the influence of social resilience to emphasise the localised, intersectional and plural experiences of LGBTIQ+ individuals as opposed to a monolithic and universal ‘either/or’ account of their being solely docile victims or free agents in a heteronormative context.

1st degree connections


Undergraduate and Graduate Students’ Descriptions of the Complete Acceptance of Homosexuality
SAGE Open 2016 (https://doi.org/10.1177/2158244016636432)
Based on the idea that researchers may better understand attitudes regarding homosexuality by focusing on acceptance rather than heterosexism, we utilized an online survey to ask 437 undergraduate and graduate students at a me...

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Impossible Subjects: LGBTIQ Experiences in Australian Pentecostal-Charismatic Churches
Religions 2018 (https://doi.org/10.3390/rel9020053)
This paper is the product of in-depth interviews with 20 Lesbian, Gay, Bisexual, Transgender, Intersex, and Queer (LGBTIQ) people who identify, or formerly identified, as members of Pentecostal-Charismatic Christian (PCC) churches. Interviewees typic...

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‘Love the sinner, not the sin?’ Sexual and gender diversity in faith communities
HTS Teologiese Studies/Theological Studies 2016 (https://doi.org/10.4102/hts.v72i1.3471)
While queer theology has foregrounded sexual and gender diversity in faith communities internationally, in South Africa, the emergence of a queer, African theology is necessary given that religion is often not a ‘safe space’ for sexual and gender min...

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Trans*+ing Classrooms: The Pedagogy of Refusal as Mediator for Learning
Social Sciences 2016 (https://doi.org/10.3390/socsci5030034)
Gender and sexuality norms, conscribed under cis/heteropatriarchy, have established violent and unstable social and educational climates for the millennial generation of lesbian, gay, bisexual, transgender, intersex, agender/asexual, gender creative,...

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The Elaboration Process of Municipal Education Plans in the Greater São Paulo ABC Region
Educação & Realidade 2018 (https://doi.org/10.1590/2175-623668702)
This study analyzed the elaboration process of the Municipal Education Plans (PME) in Greater São Paulo ABC region (Brazil), placing the analysis in a broader framework to understand the influences made by the Lesbian, Gay, Bisexual and Transgender (...

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Navigating Online Selves: Social, Cultural, and Material Contexts of Social Media Use by Diasporic Gay Men
Social Media + Society 2016 (https://doi.org/10.1177/2056305116672485)
Social media not only create new opportunities but also pose new challenges for the ways people navigate their online selves. As noted by boyd, social media are characterized by unique dynamics such as collapsed contexts, implying that one’s distinct...

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"Something Unspeakable": James Baldwin and the "Closeted-ness" of American Power
James Baldwin Review 2017 (https://doi.org/10.7227/JBR3.4)
This article reads the work of James Baldwin in dialogue with that of Eve Kosofsky Sedgwick. Taking its cue from Baldwin’s claim that Americans “live […] with something in [their] closet” that they “pretend […] is not there,” it explores his depictio...

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